An investigation into the teaching of critical reading skills for 11th graders at tran phu high school in ho chi minh city a thesis submitted in partial fulfillment of the requirements for the degree

VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES DEPARTMENT OF ENGLISH LINGUISTICS AND LITERATURE HOÀNG THỊ HƯƠNG NGUYÊN AN INVESTIGATION INTO THE TEACHING OF CRITICAL READING SKILLS FOR 11TH GRADERS AT TRAN PHU HIGH SCHOOL IN HO CHI MINH CITY A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN TESOL Supervisor LÊ THỊ THANH, PHD HO CHI MINH CITY - MARCH, 2014 CERTIFICATE OF ORIGINALITY I hereby certify my authorship of the Master’s thesis submitted today entitled: AN INVESTIGATION INTO THE TEACHING OF CRITICAL READING SKILLS FOR 11TH GRADERS AT TRAN PHU HIGH SCHOOL IN HO CHI MINH CITY in terms of the statement of the Requirements for the Thesis in Master’s Program issued by the Higher Degree Committee This thesis has not been submitted for the award of any Degree or diploma in any other institutions Ho Chi Minh City, December 2013 HOANG THI HUONG NGUYEN RETENTION AND USE OF THE THESIS I hereby state that I, HOANG THI HUONG NGUYEN, being the candidate for the degree of Master of Arts in TESOL, accept the requirements of the University relating to the retention and use of Master’s thesis deposited in the University Library In terms of these conditions, I agree that the original of my thesis deposited in the Library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the Library for the care, loan or reproduction of the thesis Ho Chi Minh City, December 2013 Signature………………………… HOANG THI HUONG NGUYEN TABLE OF CONTENTS Certificate of originality i Retention and use of the thesis ii Table of contents iii List of abbreviations vi List of charts xi List of tables xii Acknowledgements xiii Abstract xv CHAPTER INTRODUCTION .1 1.1 BACKGROUND OF THE STUDY .1 1.1.1 Teaching and learning English at Tran Phu high school 1.1.2 Teaching reading at Tran Phu high school .2 1.1.3 The description of “Tieng Anh 11” 1.1.3.1 The aims and objectives of “Tieng Anh 11” .4 1.1.3.2 Reading sections of “Tieng Anh 11” 1.2 OBJECTIVES OF THE STUDY 1.3 RESEARCH QUESTIONS 1.4 SIGNIFICANCE OF THE STUDY .7 1.5 OVERVIEW OF THE THESIS CHAPTER LITERATURE REVIEW 2.1 DEFINING READING 2.2 MODELS OF THE READING PROCESS 10 2.2.1 Bottom-up model 10 2.2.2 The top-down model 11 2.2.3 The interactive model 12 2.3 CRITICAL THINKING 13 2.4 DEFINING CRITICAL READING 14 2.4.1 Bloom’s taxonomy 16 2.4.2 The importance of critical reading in language teaching and learning 19 2.5 THE THREE PHASES IN TEACHING READING 20 2.5.1 Pre-reading phase 20 2.5.2 While-reading phase 22 2.5.3 Post-reading phase 24 2.6 STRATEGIES FOR CRITICAL READING 25 2.6.1 Ruggiero’s four steps of critical reading strategy 25 2.6.2 Meagher’s and Henry’s reading strategies 27 2.6.2.1 Previewing strategies 28 2.6.2.2 Active reading strategies 29 2.6.2.3 Reviewing strategies 31 2.6.3 Elder and Paul’s reading strategies 34 2.7 PREVIOUS STUDIES OF CRITICAL READING AND CRITICAL TEACHING 36 CHAPTER 39 METHODOLOGY 39 3.1 RESEARCH QUESTIONS 39 3.2 STUDY SETTING 39 3.3 PARTICIPANTS 40 3.3.1 Students: 40 3.3.2 Teachers 41 3.4 INSTRUMENTS 41 3.4.1 Observations 41 3.4.2 Questionnaires 42 3.4.2.1 Questionnaire for the students 43 3.4.2.2 Questionnaires for teachers 44 3.4.3 Summary 45 CHAPTER 47 DATA ANALYSIS AND FINDINGS 47 4.1 ANALYSIS AND THE RESULT FROM CLASSROOM OBSERVATIONS 47 4.1.1 Activities at pre- reading stage from the observation checklist 47 4.1.2 Reading activities at while- reading stage 50 4.1.3 Activities at post- reading stage 52 4.2 RESPONSES TO STUDENTS’ QUESTIONNAIRE 53 4.2.1 Responses to question 3: Is reading skills important to you? 53 4.2.2 Responses to question 4: Which type of reading lesson you prefer? 54 4.2.3 Responses to question 5: Do you find teaching critical reading skills in reading classes very useful for your language study? 55 4.2.4 Responses to question 6: How often you these activities in the reading comprehension lessons? 56 4.2.5 Responses to question 7: In your opinion, what are the troubles students may get when being exposed to critical reading skills teaching in reading classes? 60 4.2.6 Responses to question 8: What teachers of English should in reading classes? 63 4.3 RESPONSES TO TEACHERS’QUESTIONNAIRE 64 4.3.1 The teachers’ attitudes towards critical reading teaching 64 4.3.2 Teaching reading lessons in reality in grade 11 66 4.4 SUMMARY OF FINDINGS 73 4.4.1 Findings for research question 73 4.4.2 Findings for research question 74 CHAPTER 76 CONCLUSIONS AND RECOMMENDATIONS 76 5.1 CONCLUSIONS 76 5.2 RECOMMENDATIONS 77 5.2.1 Recommendations to students 77 5.2.2 Recommendations to the teachers 78 5.2.3 Recommendations to school administrators 81 5.3 LIMITATION OF THE STUDY AND RECOMMENDATION FOR FURTHER RESEARCH 81 REFERENCES 82 APPENDIX 90 THE EXAMPLE OF HOW ANNOTATING AND MARKING STRATEGIES USED 90 APPENDIX 91 OBSERVATION CHECKLIST 91 APPENDIX 3A 93 STUDENTS’ QUESTIONNAIRE IN VIETNAMESE 93 APPENDIX 3B 97 SURVEY QUESTIONNAIRE FOR STUDENTS (IN ENGLISH) 97 APPENDIX 4A 101 TEACHERS’ QUESTIONNAIRE IN VIETNAMESE 101 APPENDIX 4B 105 SURVEY QUESTIONNAIRE FOR TEACHERS (IN ENGLISH) 105 APPENDIX 109 OBSERVATION REPORT CLASS 109 APPENDIX 151 AN EXAMPLE OF ANNOTATING FOR THE MAIN IDEA AND TONE 151 APPENDIX 152 LESSON PLANS (SUGGESTIONS) 152 LIST OF ABBREVIATION ESL English as a second language EFL English as a foreign language HCMC Ho Chi Minh City MOET Ministry of Education and Training Eval Evaluation LIST OF TABLES Table 2.4.1: The use of Bloom's Taxonomy for formulating questions in EFL classes 18 Table 3.2.1: Students’ personal information 40 Table 3.2.2: Teachers’ personal information 41 Table 3.4.3a: Summary of research tools and data collection procedure Table 4.3b : The illustrations of the investigation timeline: 46 Table 4.1.1: Summary of the frequency of pre-reading activities 48 Table 4.1 2: Summary of the frequency of while-reading activities 50 Table 4.1 3: Summary of the frequency of post-reading activities 52 Table 4.2 1: Frequency of classroom activities that can enhance critical reading skills 57 Table 4.2 2: Students’ opinions on the troubles encountered in reading classes 60 Table 4.2 3: Students’ recommendation on teaching reading comprehension 63 Table 4.3 1: The usefulness of encouraging critical reading skills in reading classes at high school 65 Table 4.3 2: Teachers’ opinions about the frequency of enhancing critical reading skills in reading lessons 65 APPENDIX AN EXAMPLE OF ANNOTATING FOR THE MAIN IDEA AND TONE Examples: Read each of the following paragraphs Annotate them for main idea and tone I = to inform P= to persuade E= to entertain Tobacco companies have been in litigation, facing charges that their marketing practices in the past have targeted teenagers Also, evidence indicates that companies adjusted levels of nicotine in their cigarettes to increase the probability that smokers would become addicted to the product to ensure higher sales in the future Tobacco companies should be forced to pay lucrative settlements to anyone who has become addicted or adversely affected by the use of their products Anyone who has a loved one who has succumbed to the temptation to use cigarettes can attest to the way the product can swallow souls as well as consumers' wallets The clinical evidence of the devastation created by secondhand smoke is compelling enough for legislators to consider legal action against the powerful corporations Unfortunately, tobacco companies have traditionally provided strong financial support for many political candidates Write your congressional representative and express your outrage! Do you want to add years to your life and feel better too? Here are a few tips First, to decrease your chances of a heart attack, eat a handful of nuts each day Also, to ease the effects of rheumatoid arthritis, be sure to include some citrus, such as orange juice, in your diet Finally, exercise on a regular basis Include weight-bearing activities such as walking and jogging Also, try yoga for flexibility and stress relief If you are interested in sharing your ideas with like-minded people who can comment on your writing, you may want to try blogging Blogging is short for "Web logging," logging on to a Web site where you can upload your writing and ask other "bloggers" to post their comments (Adapted from Henry, D.J (2011)) 151 APPENDIX LESSON PLANS (SUGGESTIONS) Period: 19 (in the school curriculum) Unit 4: Volunteer work UNIT : VOLUNTEER WORK I Procedures: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Warm-up(5ms) -Work in pairs, read and * Discussing the picture and discuss the meaning of the saying and give their saying opinion “ If you give me a fish, “ If you give me a I will eat it today fish, If you teach me to fish I will eat it today I will eat my whole life If you teach me to long.” fish -Ask the whole class to look at I will eat my whole the picture on page 46 and asks life long.” them some questions -Listen to explanation What is the old woman doing from the teacher in the picture? COMMENTS Generally, the lesson was involved critical reading skills in all three stages of the reading procedure The classroom atmosphere was positive Discussing the pictures and saying is a good activity Students could share their ideas about the pictures, and the saying That can enhance critical  The old woman is teaching the -Look at the pictures , ask reading skills boy to read and answer the questions What does this mean by “Little -Other pairs give Moments Gig Magic”? comments  The phrase means that your little contribution and help may lead to significant results / may greatly change a person’s life What does the picture tell you?  The picture tells me that everybody, no matter what they are young or old, can volunteer Pair work 152 work -Put the given words into -Have Ss put the given words into the correct column the correct column Answers: Who does volunteer work? Who they help? High school /College students / Office workers / Retired people What they exactly? Street children / sick people / old people /  Give some information in those who have suffered column: read books / play games / from the war or natural listen to their problems / clean up disasters / mow the lawn / help fatherless Teaching / giving boys / give care and comfort to medical services / sick and old people / give food / repairing roads / houses clothes / medicine to poor people remote areas / mountainous areas / What all these words / flooded areas / areas activities tell you about? having drought / slum area  Volunteer work Where they go to ? Teacher present the new lesson: VOLUNTEER WORK Pre-teach vocabulary +To volunteer to sth / volunteer for sth +Volunteer (n) / voluntary (adj.) = done willingly, not because you Write some new words are forced, doing a job without -Listen and repeat wanting to be paid for it -Give the meanings of the +Voluntarily (adv.) words  While - reading (22ms) TASK 1: Match the words or phrases on -Work in pairs, the left ( column A) with -Give answers definition on the right ( column explains B) -Listen and take notes Task 1: students can identify the meanings of the words using and context 153 A Volunteer Orphanage Aged Handicapped Overcome Disavantage Mow the lawn B a A place where orphans live and are taken care of b Not able to use part of your body because it has been damage c To successfully deal with a problem that prevent you from achieving something d Someone who does something without being paid e Cut the grass with a machine f Something that may take someone less successful than other people g Very old -Work in pairs, read the passage again -Ask and answer the questions -Give answers Answers: They usually visit these places They read books to people there, play games with them or listen to their problems They give care and comfort to them and help them to overcome their difficulties 3.During summer vacations, they volunteer to work in remote or mountainous -Listen and take notes -Work in pairs or groups of 4, talk about some kind of volunteer work -Ask and answer the questions Task 2: Choose the best answer -Check the answer and from A,B,C or D for each of the give answers following sentences -Listen and take notes -Ask Ss to work in pairs, choose the best answers -Have Ss reread the questions carefully and to choose A ,B, C, D Task 2: Students can skim the text to get the main idea and find out the main topic of the paragraph -Ask Ss to give answers and 154 explain -Correct the mistakes TASK 3: Answer the questions Task - Underline the key words and Answers : decide what information we need - Because they want to to find in the text help the disadvantaged to -Read the part carefully to find overcome their the answer Have pupils use their difficulties own words not just copy exactly - Because they want the same as the textbook everyone to live a better -Ask Ss to work individually to life the task, and then discuss their - Because they believe answers with their peers that bringing happiness -Call on some pupils to write their to others makes answers on the board themselves happy Underline/highlight the key words and idea to answer the questions This is a useful activity to enhance critical reading Teacher asked students to use their own words to answer the questions These required students -Give the correct answers Some representatives read critically and report the results to the know how to  After-reading (7ms) class paraphrase a - Have students read related sentence reading text and then report back After reading the result Read the article and find out the information about Teacher used an T elicits some questions : volunteer work article about Who are they? work, -the representative reports volunteer Where are they? which could arouse the resultstudents’ interest and What they to help help students think people? critically Do they get paid for their Discussion: All work? Students eagerly took part in the discussion How you feel after reading and expressed their the article? own ideas because Discussion the teacher gave a clear and specific -Ask Ss to work in groups of 4, Discussion instructions and talk about some kinds of Group work questions By volunteer work that they usually holding such at school discussions students - Have Ss ask and answer the critical reading skills 155 questions can be encouraged Why people volunteer work? In short, with the interesting activities, the teacher prevented their students from passive reading and all students did the tasks enthusiastically Some more questions: + What kind of voluntary work the students usually at school? +What they usually in each kind of voluntary work?  HOMEWORK(1m) - Have Ss leant by heart the lesson - Prepare :SPEAKING the next part By the end of the lesson, students are aware that happiness is bringing happiness to others 156 Period: 37 (in the school curriculum) UNIT 7: WORLD POPULATION I Procedures: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Warm-up B21’s Fun cornner short play : Ask some questions related to the play Where they live? How is their life? etc 1/How many people have ever lived on earth? 2/ Tell some countries which have big population? Ask students to jot down the problems of overpopulation and then go to the board and write down COMMENTS EVALUATIONS AND Generally, the lesson was Have a short play about involved critical reading a poor family with skills in pre - reading , while-reading and post children reading stage of the Answers reading procedure 1/ In the countryside The classroom 2/ They word hard, have atmosphere was excited too many children Their and motivated life is difficult They are The teacher had an poor interesting warm up activity, which could 1/ World population has reached billion on arouse students’ interest and had students think October 31, 2011 about the topic of the 2/ China, India reading text Work in groups of , jot Chatting with students, down the problems of asking students about the overpopulation related topic and help 3/ What problems may happen if the population of 3/ Social problems, students to brainstorm are the world increases faster shortage of water, food good ways to begin a new and faster? and other resources lesson It is necessary to make the starting point of - Lead Ss to the new lesson : the lesson clearly enough Unit :World Population.so that students can get Reading the main ideas right from the beginning of each period  Before you read - Listen to explanation - Pre-teach vocahulary: - Read the passage + increase (v, n) ≠ decrease - Explain the meaning of ( v, n) some words 157 + raise animals (v) - Repeat the words +family planning + double (v) + resource(n) + figure = number (n) + birth – control method = way to limit the number of children born + control (v, n) +B.C : before Christ A.D: Anno Domini ><  While you read Listen and read passage silently the +Listen and read along the Pairwork: Do task 1: passage Read each uncompleted sentences and choose the Task 1: Fill each blank best answer for each with a suitable word from sentence the box -Explain the meaning of - Give Ss 3mins to read the the words in the box passage individually -Read their answer - Ask Ss to work in pairs and Suggested answer: fill each blank with a although suitable word - Go round the class to help if necessary method - Give feedback after asking sts to read aloud the sentences resources increase figures limit Task 2: international control -Have Ss reread the passage again, underline the key Do task 2: -Reread the words passage again, underline -Ask Ss to work in pairs, ask the key words and answer the questions -Work in pairs, ask and 158 from the book answer the questions from -Go around and help when in the book need - peer correction -Give feedback - Take notes Game : Lucky Bomb Game : Lucky Bomb Rule: Throw the ‘bomb’ to Play the game and anyone answer the questions on When the 10-second the passage countdown clock stops at 0: Suggested answer: the bomb explodes The population, in Who has or sits the nearest 10 000 BC was 10 to the bomb when it million, in 1750 it explodes must answer a was 625 million, in short question 1850 it was 1300 million, in 1985 it If you fail to answer the was 4760 million, question correctly in in 2000 it was 6.6 seconds, you will have to billion what the audience asks There is BOMB one LUCKY  After you read By the year 2010, the population of the world is expected to be billion Some scientist say it can, but others say it can’t Activity 1: No they don’t Game : Watch a video clip Divide class into groups, each group has two representatives Because they know of no safe way to have fewer children Have students go to the Play the game board and write down the figures, information on the students of each group go to the board, watch the board Video clip about world Feedback population and then write down the information, This is an interesting activity, which required Activity 2: Discuss with figures the have seen and 159 partner the problems facing poor and overpopulated countries and work out the solutions to the problems of overpopulation memorized not only quick eyes but also critical eyes to Suggested answer: identify the fact, Write down the figures…In addition, with information, figures on this activity students can the board take notes, look for - Ask Ss to work in groups examples that illustrate e.g: 1800 billion - Give some questions and the ideas stated before, 1930 billion some key words to elicit look for details that 1960 billion provide more specific - Go round the class to help information on the topic, where necessary 1974 billion and even look for a calls some Students to give 1987 billion sentence that concludes presentations this particular aspect of 1999 billion this topic These activities - Give feedback 2011 billion are useful to improve Home work critical reading skills 2045 billion - Have Ss learn by heart the people are born in every key words second - Ask Ss to prepare the next people die in one Discussion is a useful part: Speaking second, etc activity Groupwork: Discussion Students could share the opinions and their thought Problems: poor living after reading the text conditions/ living In sum, the teacher clearly and standard/ not enough planned food/ lack of specifically what she would in the lesson school/hospital… Solutions: raise awareness This leads to clear aims of the problem/implement and presentations The reward and punishment teacher designed many activities policies/ carry out family interesting outside the textbook, planning programmes… which could involve all students in the lesson - Listen and take notes Answers: 160 Period: 33 (in the school curriculum) Unit : Celebrations UNIT 8: CELEBRATIONS I Procedures: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES  Warm-up (5ms) Teacher calls out students to play students play the Face to Face game Give out the rule game : Face face of the game students stand face -Get Ss to tell some festivals and to face to make a celebrations in Vietnam and in the circle Students call world out the names of the festivals or Expected answer: Tet holiday, celebrations in Christmas, Halloween… Vietnam and in the -Give presents / good marks to the best world they know in group turns Who cannot tell Lead Ss to the new lesson: Tet holiday is one has to come back one of the most meaningful celebrations to her/his seat in Vietnam Today’s lesson will help you to know some information about Tet holiday in Vietnam Let’s move to the new The best student will get good marks and lesson, Celebrations presents  Pre-reading(15ms) EVALUATIO NS AND COMMENTS Generally, the lesson was involved critical reading skills in three stages of the reading procedure The classroom atmosphere was excited This is an interesting and suitable game to students It created a positive atmosphere in the class and activated students ‘prior knowledge Activity 1: Look at the picture and - Look at the picture discuss the questions ( in Textbook) and discuss the - Asks Ss to look at the pictures and questions ( in “Before you read” , asks Ss to work in Textbook) pairs Suggested answers: - Teacher can help then, by given some It is Spring and it more questions should be Tet holiday What time of the year is it? because we can see the In Pre-reading the What are the people in the picture apricot blossom and a phase, kumquat tree full of teacher doing? questioned, had 161 What else you see in the ripe fruits picture? The people in the Activity 2: Tell your partner which of picture may be a these activities you enjoy doing most at family The Tet grandmother is giving -Goes round the class to help if necessary her niece and nephew (explanations of words: decorate, some lucky money The girl, the boy and her fireworks, pagoda…) parents may be -Asks sts to present in front of the class wishing their grandparents good Which activities you enjoy doing health and happiness most at Tet? T elicits some pictures to elicit activities In the picture we people enjoy doing most at Tet such as: can also see a five – making banhchung, decorating the fruit tray on the house, going to the pagoda, watching ancestral altar of fireworks, visiting relatives and friends fruits, a tray of candied fruits and a  While you read (17ms) Banh Chung on the Task 1: Finding the topic of each table (mâm ngũ paragraph bàn thờ tổ tiên) students discuss the pictures and then give presentation… with the activities, students could obtain the general idea of the reading text before reading This can enhance critical reading skills effectively Skimming for a general idea and finding the topic of the paragraph Ask students to listen to the text, read Students read along is also a good to along silently to the text and find the silently and listen to activity topic of each paragraph the text improve critical reading Answers: - Individually work Paragraph 1: The purpose of the Tet Paragraph 2: Tet’s preparation - Read through the text to find the topic of each paragraph Paragraph 3: Tet’s plants and foods Paragraph 4: During the Tet Paragraph Paragraph Paragraph Task 2: Check ( ) the word which has the meaning provided Teacher asks students to underline or highlight the words in the text and guess the meaning of the word connected with farming and the use of land for farming  agrarian  farmer Paragraph a During the Tet b Tet’s plants and foods c The purpose of the Tet d Tet’s preparation Scanning the passage, underlining or highlighting the words to guess the meaning of them are also good ways to 162 make something more attractive  clean  decorate a long piece of fabric with a message on it that is carried between two poles or in a public place to show support for something  banner  light A page or series of pages showing the days, weeks, and months of particular year  picture To speak to God, especially to give thanks or ask for help  pagoda  calendar  comment The state of being excited  preparations Apples that are covered in sugar  sugar apples Give the answers Something that you say or write which gives an opinion or explains sb/sth  excitement Underline or highlight the words in the text and guess the meaning of the word  pray  exchange Task 2: Students work enhance critical in pairs Check the reading word has the meaning provided,  sugared apples Good or useful  Negative  positive Task 3: match the word(s) in A with the word(s) in B to make complete Play the game called phrases “Racing game” Go a fireworks Pray b relative and friends Decorate c on new clothes Cook d in various form of entertainment Make receive watch visit have 10 exchange 11 put 12 take part e houses f some days off work g New Year’s wishes, cards and gifts h To pagoda i Lucky money students go to the board and write out the phrases who can write the right answers first will be the winner EX: go to the pagoda Pray for happy year a … j For a happy year k Banh chung l Special foods 163 Task 4: Reading the passage and deciding whether the statements are True (T) or False (F) -Ask Ss to read the text, task Task -Give Ss to in individual after that - Read the passage and giving them to compare the answer with a decide whether the partner statements are True - Give comments (T) or False (F) Task 5: Answering the seven questions suggested answers in the book – F (it falls between -Ask Ss to skim the six questions to 19th January and 20th understand them February) -Underline the key words – F (it’s just for -Ha Ss work individually to the task, agrarian people) then discuss their answers with their – T peers – F (according to the -Call on some pupils to write their passage, lucky money answers on the board tends to be given to children) -Give suggested answers Skimming , underlining the  Post-reading (7ms) key words and -Ask Ss to work in groups: Tell each Task the other about their last Tet holiday focusing -Skim the six discuss answer with on the following main points questions to peers are useful understand them -Give guiding questions activities in Underline the key reading -Move around and help words comprehension -Correct their mistakes - Work individually to Guiding questions the task, then How did you and your family prepare discuss their answers with their peers Post reading for Tet? 5–T / 6–T Discussion and It sometimes giving Who did you visit, & Who visited you? between 19th January presentation are What special food did you eat? the activity that and 20th February Which activities did you most enjoy Tet’s preparations can encourage critical reading during Tet? and celebrations used How did you decorate your house? Answers 164  Homework(1m) - Learn by heart the key words to be spread months over -Ask Ss to retell/ summaries the main They are decorated with coloured lights ideas of the passage and red banners They buy gifts, clean and decorate their houses and cook In sum, the traditional foods teacher gave a It is made from variety of sticky rice, green activities that beans and fatty pork could enhance Mut is candied fruit critical reading The purpose of -Listen the lesson was -Tell each other about clear and all the their last Tet holiday, students felt focusing on the main excited about points given the lesson - Some representatives report the results to the class - Listen notes and take 165 ... entrance examination 1.1.2 Teaching reading at Tran Phu high school At Tran Phu high school, reading is one of the important sections in teaching and learning English However, the researcher has observed... enhancing critical reading at Tran Phu high school? What are the students’ and teachers’ attitudes towards enhancing critical reading into their teaching and learning? 1.4 SIGNIFICANCE OF THE STUDY...CERTIFICATE OF ORIGINALITY I hereby certify my authorship of the Master’s thesis submitted today entitled: AN INVESTIGATION INTO THE TEACHING OF CRITICAL READING SKILLS FOR 11TH GRADERS AT TRAN PHU HIGH